Critical listening and the dialogic aspect of moral education: J.f. Herbart's concept of the teacher as moral guide
Educational Theory 61 (2):171-189 (2011)
|Abstract||In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies|
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
B. Lance Hurt & Norman A. Sprinthall (1977). Psychological and Moral Development for Teacher Education. Journal of Moral Education 6 (2):112-120.
Karsten Kenklies (2012). Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher. Studies in Philosophy and Education 31 (3):265-273.
Dwight R. Boyd (1988). Perspectives on Moral Education Within the Canadian Multicultural Mosaic. Journal of Moral Education 17 (2):148-160.
Joan L. Whipp, Terry J. Burant & Sharon M. Chubbuck (2007). The Presence and Possibility of Moral Sensibility in Beginning Pre-Service Teachers. Ethics and Education 2 (2):109-130.
Sharon M. Chubbuck, Terry J. Burant & Joan L. Whipp (2007). The Presence and Possibility of Moral Sensibility in Beginning Pre-Service Teachers. Ethics and Education 2 (2):109-130.
Brian S. Crittenden (1965). J. F. Herbart on the Moral Purpose of Education. Educational Theory 15 (2):112-120.
Tim Sprod (2001). Philosophical Discussion in Moral Education: The Community of Ethical Inquiry. Routledge.
Edwin Cox (1982). The Moral Stance of the Teacher. Journal of Moral Education 11 (2):75-81.
Joseph Poulshock (2011). Practical Critical Realism for Liberal Arts in Language Education. Journal of Critical Realism 10 (4):465-484.
David Carr (2003). Moral Educational Implications of Rival Conceptions of Education and the Role of the Teacher. Journal of Moral Education 32 (3):219-232.
J. F. Wyatt (1978). The Task of the Teacher and the Notion of Responsibility: A Moral and a Sociological Issue. Journal of Moral Education 7 (2):114-121.
F. N. J. Hibberd (1983). Must an Educator Be a Model? Journal of Moral Education 12 (3):182-186.
Zhu Xiaoman & Liu Cilin* (2004). Teacher Training for Moral Education in China. Journal of Moral Education 33 (4):481-494.
Jaap Van Praag (1979). Moral Education in the Netherlands. Journal of Moral Education 8 (3):202-205.
Suzanne Rice (2011). Toward an Aristotelian Conception of Good Listening. Educational Theory 61 (2):141-153.
Added to index2011-06-21
Total downloads17 ( #77,993 of 722,771 )
Recent downloads (6 months)1 ( #60,247 of 722,771 )
How can I increase my downloads?